2020-08-012024-05-17https://scholars.lib.ntu.edu.tw/handle/123456789/677968隨著社會進步與發展，翻轉教學作為活化教學的一種形式在國內外教學現場中正方興未艾。然而這一以學生為中心的教學方法在操作上仍有許多探討空間，且過去相關研究多聚焦於學生少著墨在教師，是以此次研究將針對翻轉教學中另一主角「教師」的角色與介入程度進行研究。 為了凸顯教師介入程度的差別，同時也為強化翻轉教學的效果，本研究在翻轉教學的基礎上置入問題導向學習加以變化，此模式強調使學生自主學習、從找尋問題並解決問題中學習。此次研究採用翻轉教學與問題導向學習的結合，正是為了更凸顯教師與學生在課堂中的角色作用，同時也期尋找在傳統的「教師講授」到創新的「學生主體」這教育光譜中找到最適合台灣學生的定位。有鑒於師資培育課程需要與教學現場結合，研究者在翻轉教學與問題導向學習兩種活化教學方法融合運用於師資培育課程。本研究即為此一實踐行動的記錄與反思，希望藉此機會，針對教師介入程度，提出翻轉教學實施於師資培育課程的建議。本文首先將對翻轉教學與問題導向學習進行文獻探討，然後敘述課程規劃的理念與內涵，呈現行動研究的過程，以及師資生學習成效，最後提出省思與建議。 Under the influences of rapid educational and technological changes in recent years, flipped classroom has become a rising trend in teaching innovations locally and internationally. However, the procedures and effects of such so-called “student-centered” teaching approach is yet to be explored. For instances, while students have obtained preliminary knowledge before class, what roles should the teacher take to guide and facilitate student learning through raising and answering questions? What roles should students take to actively engage in problem finding and solving? These are critical issues concerned with the degree of teacher intervention and changes in teacher and student role in the teaching process. Thus, this one-year project, combined the mode of flipped classroom and problem-solving learning, aims to examine the effect of differing teacher intervention on student learning outcomes. Two modes of teaching, including “teacher-guided” and “student-activated” mode, will be implemented in two core educational courses offered to pre-service students in National Taiwan University. The results will provide practical implications for teachers who aspire to flip their classrooms in the future.